COVER STORY THE How income inequality is affecting instruction, and what all educators can do to help close the gap

By Beth Braverman hen it comes to inequality, few areas have been left untouched— wand that includes . The advent of digital in the classroom, as well as its use for homework and school communication in recent years, has exacerbated the problem. Teachers are often left struggling to reach students who lack the basic foundations needed to develop digital literacy skills—that is, the ability to not only use devices, but also to fully experience online opportunities and engage in interactions that foster critical thinking about their content and the world around them.

16 January/February 2016 | LITERACY TODAY “While some disadvantaged people undoubtedly gain much through their engagement with The ultimate goal is to achieve “techquity”—in digital education, this is not usually replicated on a wide-scale basis which technology is used to create an equitable across populations,” says Neil Selwyn, an education professor at Monash education system. University in Australia and author of Education in a Digital World: Global Perspectives on Technology and That’s going to be a heavy lift. Every student at that school gets Education (Routledge). “There is little Approximately 23% of schools a Chromebook, and students without sustained evidence of any wholesale still lack adequate broadband, strong digital literacy skills get an democratization of education through and 40% lack Wi-Fi, according to extra week of instruction before the digital .” EducationSuperHighway, a nonprofit start of school in basics like checking Instead, Selwyn says, digital that works with education officials to e-mail and connecting to Wi-Fi. “Many technology tends to reinforce the bring broadband to schools. Likewise, students come to us mobile literate “Matthew Effect,” helping most those according to a 2013 report from the but not digital literate,” says school students who are already doing well. European Commission, between 3 and cofounder Erin Mote. The literacy gap between the 7 students use one on average In addition to integrating technology richest and poorest students has been in the European Union; and although throughout the curriculum to build documented in several studies, and a upon critical skills and make real-world separate achievement gap exists for 9 out of 10 students are in schools with online reading, according to a 2014 broadband, slow connections and connections, the school provides daily Reading Research Quarterly article titled, insufficient equipment are reported to two-hour sessions of individual and “The New of Online Research be the main obstacles to more complete small-group tutoring and works with and Comprehension: Rethinking the integration. community partners to find places where Reading Achievement Gap.” Published The demand is only going to students can get online for assignments by researchers from the University of grow as more schools implement 1:1 outside of school. Connecticut led by Donald J. Leu, the programs, which give every student Having reliable access report found the online research and laptops or tablets. makes a huge difference to teachers as comprehension gap represents “more These 1:1 programs are seen well. Nearly 70% of teachers say having than one additional year of annual across the globe. Uruguay was the technology in the classroom lets them growth at the middle school level beyond first in the world to implement one do more with students, and two thirds that reported for offline reading.” countrywide for primary school would like to see more technology in the students with its pioneering Plan Ceibal classroom, according to a 2013 survey program. Thailand and Turkey have by PBS LearningMedia. The percentage Schools are wired, but the implemented similar programs, but who want more in their classrooms connections are slow with tablets. While there are criticisms jumps to 75% among teachers at low- The term digital divide arose in the of 1:1 programs, these programs have income schools. 1990s to reflect the growing gap also shown results. A 2012 review by The ultimate goal is to achieve between those who had access to the Stanford University of One Laptop “techquity”—in which technology is Internet and those who did not. After a Per Child, a program which provides used to create an equitable education concerted effort throughout the early free, connected laptops to children system. Selwyn says it’s key not to 2000s, most classroom in in impoverished communities, found conflate equality and equity when developed countries—in rich or poor that participants in Beijing showed it comes to digital technology. areas—are Internet enabled. Many of improved computer skills after six “Giving every student access to the those connections, however, rely on months and higher self-esteem. They same devices is not going to reduce older connections that don’t have the also spent less time watching television. differences or make education fairer,” capacity to handle hundreds of students A 2013 follow-up study confirmed the he says. “Equitable approaches to digital and teachers using their devices at findings. education are concerned with ensuring once. The sixth and seventh graders at every student gets whatever different In the United States, for example, Brooklyn Laboratory Charter School, things they might personally require.” the Obama administration launched 33% of whom have learning disabilities When used appropriately—which ConnectED, an initiative to upgrade and 60% of whom have no Internet typically means with close adult the Internet infrastructure and put access at home, experienced an average supervision and training at home broadband, wireless connections in 99% of 3.2 years of growth in reading in the or at school—technology does have of schools by 2018. school’s first year in operation. the potential to narrow achievement gaps. A September 2014 report by researchers at Stanford University, Beth Braverman (@bethbrav) is a freelance journalist covering education, personal “Using Technology to Support At-Risk fi nance, and parenting. Students’ Learning,” found the most successful technology integration

LITERACY TODAY | January/February 2016 17 Digital technology tends to reinforce the “Matt hew Eff ect,” helping most those schools and students who are already doing well.

programs targeting at-risk students Common Core reading standards, Leu teachers in low-income schools used include 1:1 computer access and high- points out. a “drill-and-kill” approach with speed Internet access. “It’s a double whammy for those technology, employing it to help with Other studies show results for even families that are economically memorization for standardized tests. the youngest students. A December 2014 challenged,” Leu adds. “They have the A separate study by Matthew Rafalow study published in the Journal of Literacy least technology in their homes, and at the University of California, Irvine, and Technology found that integrating they’re getting less instruction on it at published in 2014 in the International e-books into early childhood education school because all the emphasis is on Journal of Sociology of Education, programs can provide measurable results the tests.” found teachers in affluent schools with within six weeks for children at risk for The 2014 Stanford study found interactive whiteboards use many of the poor reading outcomes. affluent schools used technology to device’s advanced functions, whereas “While technology is not a cure-all create interactive lesson plans tailored those in lower income schools use them for all that ails education today, it is a vital to individual students. By contrast, as traditional blackboards. part of the solution,” says Chike Aguh, Also, teachers who know many chief programs officer for EveryoneOn, of their students don’t have Internet a nonprofit aimed at securing low-cost access at home might avoid assignments Internet for low-income homes. that rely heavily on Internet research. Although that gives all students the ability to complete an assignment, it also Making the most of keeps them from practicing the new technology integration literacy skills needed to evaluate online In addition to basic connectivity, the and content critically. divide is also about how those who are “There’s an expectation that connected to the Internet make use of students already know how to ‘Google’ that connection. something, but they may not,” Even in schools with the latest says Susan Neuman, a professor of technology, many teachers are not childhood and literacy education at focused on imparting digital literacy “While technology New York University. “A student may not skills. For some teachers, that’s a have had the opportunity to do that, and reflection of a lack of knowledge or is not a cure-all they may have limited opportunity in confidence, says Leu. For others, it’s a for all that ails school to do an independent project that matter of prioritizing. In low-income involves technology.” schools in particular, where test education today, Globally, teachers cite the need for scores are often low and there’s an more professional development in digital overwhelming focus on raising them, it is a vital part of literacy pedagogy and practices as one of teachers are so focused on teaching to their most pressing needs, according to a the tests that they may ignore digital the solution.” report issued in 2014 by the Organization literacy. The words Internet and for Economic Co-operation and online do not appear anywhere in the Development.

18 January/February 2016 | LITERACY TODAY Leu says more professional Without basic digital literacy, computers, and less than half of those development is required to help teachers today’s high school students would have homes have high-speed Internet. In determine the best way to integrate trouble even researching and applying Europe, statistics from the European technology and tap into their potential to college, Leu says. Commission show Internet access at to close—rather than inadvertently “The pace of change will probably home ranges per country, from 54% add to—the divide among students. increase,” says Karen Cator, chief to 88%. And although only 15% of the Digital tools, after all, allow for a level of executive officer of Digital Promise, a population in Africa has a connection, differentiation in instruction that could nonprofit with the goal of accelerating Internet usage has skyrocketed faster help teachers reach all students in a innovation in education. “What that than any other region, according to the classroom at the appropriate level, a task means is that every person must know United Nations. that’s nearly impossible in today’s diverse how to learn lifelong and life-wide, Libraries and community centers classrooms, Neuman says. inside of school, outside of school, and have tried to bridge the gap, providing Leu adds professional development throughout their life. The ability to public, Internet-equipped computers, but should focus on “helping the last learn, to take in new information, to students generally have to wait in line, become first.” That is, when a new read and be literate online, these things and they’re available only during limited technology is introduced to the are more and more important.” hours. When students do get access in classroom, teachers should teach it first libraries, typical time limits make it nearly to the students who are the furthest impossible to do an in-depth research behind. “The basic principle is to get Bringing the project or any independent research those students to be experts and have technology home unrelated to school, and filters can limit them teach the other students these Any efforts to bridge the inequality gap their access. “That’s just not the same new literacies,” he says. “Then those when it comes to technology must go access a student has with a computer students become more confident and beyond the school. Students who grow at home who can get on it anytime they it carries over into traditional book up with , computers, and want to,” says Donna Celano, a LaSalle reading. It can have profound effects.” tablets are far more comfortable with the University professor and coauthor For teachers of younger students, technology and come in to school with a with Neuman of Give Our Children a professional development should leg up on peers without those advantages. Fighting Chance: Poverty, Literacy, and include training on how long it’s “For technology and education to the Development of Information Capital appropriate to use screens in the truly have an impact, the technology (Teachers College Press). classroom and how to evaluate the cannot simply be bounded by the walls Progress has been made, as more quality of , Neuman adds. of the schoolhouse,” Aguh says. “That schools implement 1:1 programs, The ability to think critically connectivity and the device have to nonprofits help the neediest families about digital information and adapt follow the student home in a way that’s secure discounted Internet access, and quickly to technology, which is evolving equitable, affordable, and fair.” falling prices make it easier for many low- at a breakneck pace, are among the Internet usage at home varies greatly income families to purchase technology. most valuable skills needed by today’s by country. For example, according to Both Florida and North Carolina students. Students from higher income a United States Census report released have announced plans to convert in families enter school with more comfort in 2014, 98% of homes with an income coming years to digital textbooks, and experience with technology, and of $150,000 or more have a computer, with students accessing those they build on that advantage and and 95% of those homes have high- books via tablets. But the success of ultimately become more desirable speed Internet. By contrast, just 62% of those programs also hinges on the workers to employers. homes making less than $25,000 have assumption that all children have

“It’s a double whammy for those families that are economically challenged. They have the least technology in their homes, and they’re gett ing less instruction on it at school because all the emphasis is on the tests.”

LITERACY TODAY | January/February 2016 19 access to the Internet at home. “That’s What can be done via the courses available at an obligation that [we have] yet to Although many of the problems Common Sense Media and similar fulfill,” Leu says. associated with the digital divide require organizations. Start discussions The Federal Communications action at the school district, state, or about bringing more technology- Commission in the United States is national level, teachers shouldn’t feel focused professional development currently overhauling its Lifeline intimidated. Educators can get involved programs on site. program, which subsidizes phone by using any technology they do have Look for ways to integrate service for low-income families, to in the classroom in authentic and technology creatively into all of cover broadband access as well. meaningful ways, teaching digital skills your lesson plans, such as having The next step, once students are and digital literacy from an early age, and students write or record connected and have access at home not losing focus in the face of inherent podcasts. Allow some “play time” and in school, is to teach everyone who challenges. Teachers can also advocate for students on classroom devices lives with the student how to use those for upgrades on behalf of students. so that they build skills organically. devices effectively. “We still have adults Here’s what you can do: in high-poverty communities who don’t Be vocal about the importance of know e-mail and don’t know the basics Encourage your district to take keeping devices up-to-date. “If the of Internet use,” Neuman says. the Future Ready District Pledge, poor state of technology in schools Children without a digitally which reflects a commitment was as high profile an issue as savvy adult at home are more likely to work with stakeholders on a Common Core or standardized to use the Internet for entertainment vision for digital learning. Future testing, then we might see some purposes like watching a movie or Ready Regional Summits allow changes,” Selwyn says. communicating with friends via a educators and administrators Always remember where your social network than to do research or to learn about best practices for students are coming from and download an educational app, studies bringing the best of technology what their experiences at home show. “Having the technology is great,” into the classroom. may be like, and keep in mind Celano adds. “But you also have to have Enhance your own classroom Leu’s advice: to help the last a capable adult helping children use it.” technology skills and literacies become first.

Reflecting on an Educator’s Role in the Digital Divide

As teachers, our personal learning mind-set and digital 3. Refl ect on your own learning. Consider these literacy greatly infl uence our ability to break barriers when it standards created by leading experts to refl ect upon comes to discussing the digital divide. your own digital literacy: The following are considerations to make when addressing Mozilla Webmaker/Web Literacy Map: wiki.mozilla the digital divide: .org/Webmaker/WebLiteracyMap 1. Rethink what options you have and complete a iNACOL Teacher Competency learning needs assessment. Focus on a change in Framework: inacol.org/resource/inacol-blended- practice over the technology. Ask yourself, “How learning-teacher-competency-framework will technology improve the learning that is already happening? What change in my practice will help ISTE Standards: iste.org/docs/pdfs/20-14_ISTE_ support the learning that is already happening? What Standards-T_PDF.pdf kinds of technology and tools would support a change Wendy Oliver’s Blended Practice Profi le: or improvement?” blendedpractice.com/framework Consider Ruben Puentedura’s SAMR model, which 4. Remember you cannot do this by yourself. Being leads an educator through the steps of substitution, connected is the way to bridge the digital divide. Contact augmentation, modifi cation, and redefi nition when supporters within your district, become a Connected infusing technology in learning. Educator (connectededucators.org), consider personal 2. Consider the culture of your learning context. Who learning networks, and connect and learn with others makes up the learners in your community? Darryl through (try #ILAchat or #edchat). Adams, superintendent of Coachella Valley USD in 5. Know that you can make a diff erence. This might be the California, realized that a Wi-Fi on Wheels program most important of all. would meet the needs of the most learners within his district. Learning the cultural contexts and needs of Verena Roberts ([email protected]) is the New Learning a district, rather than making assumptions, will help provide timely authentic solutions. Models consultant for iNACOL.

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